Exam Review Lab 09 —Error Analysis & Score Booster
Spot your most common A2 Key error patterns, understand the Cambridge English Scale, and build a personal booster list. Revision only · recycles Modules 07–08 — no new language.
A2 Key parts in this lesson
Why this lesson now? Exam-focus hour attached to Module 08.
Your level · You are here
Exam Boost · Performance Session
A progress checkpoint, not a test.
Practise the language from this part of the course again. Try challenges, mini-tasks and longer speaking turns. Do not worry about small mistakes. You can replay any part.
Get ready · 01
5 minGet talking — no pressure
What's ONE mistake you keep making in English, even though you know the rule?
Do you know how A2 Key is scored? Guess: is it out of 100, or something else?
Pick ONE error type to fix for good by the end of this lesson.
Grammar recap · 02
8–10 minThe three most common A2 error patterns (Modules 1–8 recycle)
Check three things every time: verb endings (-s/-ed), the right preposition, and article use (a/an/the).
- 1Examiner reports on A2 Key scripts show the same three error types again and again, at every level: missing -s on he/she/it verbs, wrong or missing prepositions (arrive TO vs arrive AT), and missing or wrong articles.
- 2None of this is new grammar — it's language from earlier modules, checked more carefully.
- 3Fixing these three patterns alone noticeably improves a Cambridge English Scale score, because they appear in almost every answer a candidate writes or says.
She work in a shop. → She works in a shop. (missing -s)
I arrived to the station late. → I arrived at the station late. (wrong preposition)
I go to cinema every week. → I go to the cinema every week. (missing article)
He don't like coffee. → He doesn't like coffee. (subject-verb agreement)
We are interested on this trip. → We are interested in this trip. (preposition after adjective)
Challenge 1.She ___ in an office in the city centre.
Challenge 2.We arrived ___ the airport two hours early.
Challenge 3.I go to ___ cinema every Friday.
Challenge 4.He ___ like spicy food at all.
Challenge 5.I'm really interested ___ learning to cook.
Build the sentence → spot the natural chunks → say it aloud → reply like a real conversation.
1.Rebuild the sentence — then say it aloud.
2.Rebuild the sentence — then say it aloud.
3.Rebuild the sentence — then say it aloud.
Quick check 1.Which sentence has a subject-verb agreement error?
Quick check 2.Which preposition correctly follows 'arrive' with a building or place name?
Vocabulary recap · 03
5–7 minRecycle your toolkit
to fix your own mistake while speaking or writing
Correct yourself out loud in a sentence right now.
how correct your grammar and spelling are
Is accuracy or speaking fast more important to you?
a range of results on a scale, e.g. Pass or Merit
What score band would you like to reach?
to look again to make sure something is correct
What's the last thing you should double-check before handing in a test?
the same every time, reliable
Are you consistent with your grammar, or only sometimes correct?
What to do
- 1.Revision only — every phrase here comes from Modules 7–8.
- 2.Match each one with its meaning.
Tap an item on the left, then tap its match on the right.
What to do
Sort the recycled phrases by the module where you first met them.
Activation · Personalise · Recycle
Reactivate Modules 7–8 language out loud — nothing new here, just faster recall.
Ask your partner
- Name one common mistake learners of English make.
- Correct yourself out loud in a sentence right now.
- Is accuracy or speaking fast more important to you?
"What score band would you like to reach?"a score band
Which error type from today do you think costs YOU the most marks?
Write 25–35 words about your English accuracy using BOTH recycled phrases.
Pronunciation polish · 04
3–4 minHearing the missing -s and -ed endings
Say verb endings clearly: works /wɜːks/, wanted /ˈwɒntɪd/ — don't drop them, even in fast speech.
- • She works every day. /wɜːks/
- • He wanted a coffee. /ˈwɒntɪd/
- • They watched a film last night. /wɒtʃt/
- • It doesn't matter. /ˈdʌzənt/
Reading challenge · 05
8–10 minReading & Writing Part 3 — Understanding the Cambridge English Scale
Read along — listen to the text
Tap play to listen. Replay as many times as you need.
A2 Key doesn't give a simple percentage score. Instead, results are reported on the Cambridge English Scale, a single scale used across all Cambridge exams, from 100 to 150 for this exam. Candidates who score between 120 and 132 achieve a Pass at A2, and receive the A2 Key certificate. Score 133 to 139 and you achieve a Merit, still at A2 Key level, but with a stronger overall performance. Score 140 or above, and something interesting happens: you receive an A2 Key certificate stating you have also demonstrated ability at the next level up, B1 — a Distinction.
This matters for how learners should think about mistakes. A handful of small, repeated errors — a missing article here, a dropped verb ending there — rarely fails a script on their own. But because they repeat across every task, they quietly pull the overall score down from a Merit into a Pass, or from a Distinction into a Merit. This is why error analysis, not just learning new grammar, is often the fastest way to raise a final score in the last few weeks before the exam.
Challenge 1.What scale are A2 Key results reported on?
Challenge 2.What score range gives a Pass at A2?
Challenge 3.According to the text, why do small repeated errors matter so much?
Q1.The text says A2 Key results are given as a simple percentage.
Q2.A score of 140 or above can lead to a certificate showing B1-level ability.
Q3.The text suggests error analysis can be a fast way to raise a final score.
What to do
Reading & Writing Part 1 — Read each notice and choose A, B or C.
RESULTS EXPLAINED
Your certificate shows a score between 100 and 150, not a percentage. 120+ is a Pass.
1.What does the poster explain?
2.What does the teacher remind the student to do?
Keep an error log: write down every mistake you make, and check it before your next test.
3.What does the sign suggest keeping?
4.What happens with a score of 140+?
BOOSTER TIP
Fixing three small habits — verb endings, prepositions, articles — often raises your score more than learning new words.
5.What does the noticeboard suggest?
Listening challenge · 06
8–10 minListening Part 3 — Two students review their error logs
Listening audio
Tap play to listen. Replay as many times as you need.
Show transcript
Nora:I looked back at my last three writing tasks, and I make the same mistake every time — I forget the -s on verbs like 'works' or 'likes'.
Ben:I do that too, actually. What about prepositions? I always write 'arrive to' instead of 'arrive at'.
Nora:I used to do that! I fixed it by saying the correct phrase out loud ten times whenever I noticed it.
Ben:That's a good idea. Do you think small mistakes like this really affect the score much?
Nora:According to my teacher, yes — because they repeat in almost every answer, so they add up across the whole exam, even if no single mistake is serious.
Ben:OK, so let's both keep an error log this week and check it before every practice test.
Nora:Good plan. I'll focus on verb endings, and you focus on prepositions.
Challenge 1.What mistake does Nora keep making?
Challenge 2.How did Nora fix her preposition mistake in the past?
Challenge 3.What do Nora and Ben agree to do?
What to do
Tick every error-analysis word or phrase you hear in the dialogue.
Skills challenge · 07
5 minRunning your own error analysis
Keep an error log: write the mistake, the correction, and one example sentence — review it before every practice test.
Task
- 1Most candidates repeat the same 3–5 error types across every task they do.
- 2Finding and fixing these patterns is usually faster and more effective in the final weeks than learning new grammar or vocabulary.
Example
Error log entry: Mistake — She work every day. Correction — She works every day. Type — missing -s. Fix — check every he/she/it verb before finishing.
Writing challenge · 08
5 minShow what you can do
Q1.Type ONE word: 'She ___ hard every day.' (correct verb form)
Q2.Type ONE word: 'We arrived ___ the station.'
Q3.Type ONE word: 'I'm interested ___ music.'
Q4.Type ONE word: 'A score of 140+ shows ability at ___.' (CEFR level)
Reading & Writing Part 7 (picture story, 35+ words). Prompt: Write a short story that begins: 'I checked my writing twice before I gave it in.' Use at least one corrected verb ending and one correct preposition from today's lesson.
Your writing draft
0 words SavedShow model answer & examiner comment
I checked my writing twice before I gave it in. The first time, I found two mistakes — I had written 'she work' instead of 'she works'. The second time, I noticed I had written 'arrived to school' instead of 'arrived at school'. After I fixed both mistakes, I felt much more confident, because I knew small errors like these could really add up.
Examiner comment
| 5 | All content points covered; consistent style; range of structures; minor errors only. |
| 3 | Content mostly covered; mostly suitable style; some range; errors don't stop the reader understanding. |
| 1 | Limited content; intrusive errors; very basic structures; under-length. |
What to do
- 1.Reading & Writing Part 6 — Reply to this message in 25 words or more.
- 2.Cover ALL three notes.
Hi! Which two mistakes do you make most often in your writing? What are you going to do to fix them before the final exam? Let me know!
Your reply must cover:
- Name two specific, real error types
- Give a concrete fix (e.g. checking, writing correct forms)
- Give a specific time to review progress
Show model answer
Hi! My two most common mistakes are missing verb endings and mixing up prepositions like 'arrive to' instead of 'arrive at'. I'm going to keep an error log and check it before every practice test. I'll review my progress next Friday. Thanks, Sam
Communication lab · 09
10–15 minTalk it out
Speaking Part 2 — In pairs, discuss: 'What's one mistake you used to make in English, and how did you fix it?' Use past simple and 'because'.
What to do
Choose the most natural Speaking Part 2 answer.
- ExaminerWhat's one mistake you used to make in English?
- Candidate_______________
- ExaminerHow do you check your work now?
- Candidate_______________
What to do
- 1.Speaking Part 1 — the examiner asks short personal questions about learning from mistakes (about 3–4 minutes total).
- 2.Answer naturally, then add one extra detail.
Phase 1 — short factual questions
1.Examiner: "What's your name?"
2.Examiner: "Where are you from?"
Tip: Add ONE detail.
3.Examiner: "Do you check your writing before you finish?"
Tip: Say yes/no, plus a reason.
4.Examiner: "What mistake do you make most often in English?"
Tip: Use present simple, then 'because'.
Phase 2 — extended question (aim for 3–5 sentences)
Examiner: "Tell me about a mistake you made in English and how you corrected it."
Tip: Aim for 25–35 seconds. What happened? How did you fix it?
Show model extended answer
Last year I always forgot the -s on verbs like 'she works' or 'he likes'. My teacher noticed it in almost every piece of writing, so I started an error log and checked it before every test. It took a few weeks, but now I almost never make that mistake, mainly because checking became a habit rather than something I had to remember.
What to do
- 1.Speaking Part 2 — 1 minute per candidate.
- 2.Describe the photo, then say what's probably happening and how the people might feel.
- 3.Use 'It looks as if…' and 'They seem to be…'.
Candidate A — Checking written work
Need help? Show prompts (try describing with no help first)
- • What can you see?
- • What is the person probably doing?
- • How do they seem to feel?
- • Do you check your own work carefully?
Candidate B — Comparing answers
Need help? Show prompts (try describing with no help first)
- • What can you see?
- • What are the students probably discussing?
- • How do they seem to feel?
- • Do you like checking answers with a friend?
Useful phrases
- • In the photo I can see…
- • It looks as if…
- • They seem to be…
- • I imagine…
- • In my opinion…
Show model 1-minute description
In the photo I can see a student sitting at a desk, checking some written work with a pen. It looks as if they're looking for mistakes, because they seem very focused on the page. I imagine this is useful, because checking your work carefully often catches small errors before it's too late.
Optional · Teacher-led
Teacher Activities
Bring real (anonymised) student scripts if possible — genuine errors are far more motivating to fix than invented ones. Keep the Cambridge English Scale explanation visible on the board throughout. ~40 min total
Keep it going · 10
Take-homeExtend it at home
Self-study — everything you need is included below. All four skills are covered so you keep the spiral going between lessons; pick the order that suits you.
Personal error log — collect three pieces of your own recent writing and underline every mistake. Sort them into types.
Your response
0 words SavedMaterials included
Template
Attempt the task first, then check your answers.
Booster drill — correct the five sentences below, then check your answers.
Your response
0 words SavedMaterials included
Sentences to correct
Attempt the task first, then check your answers.
Score band research — match each Cambridge English Scale range to its result.
Your response
0 words SavedMaterials included
Match the ranges
Attempt the task first, then check your answers.
Listening recycling drill — read the Nora/Ben dialogue aloud twice, focusing on clear verb endings.
Your response
0 words SavedMaterials included
Dialogue
Attempt the task first, then check your answers.
Wrap-up · 11
2–3 minWhat you can now do
- A2 Key is scored on the Cambridge English Scale (100–150), not a percentage.
- 120–132 = Pass at A2; 133–139 = Merit; 140+ = Distinction, which also shows B1-level ability.
- The three most common A2 errors are verb endings, prepositions, and articles.
- Small, repeated mistakes add up across a whole exam more than one big mistake.
- An error log — mistake, correction, example — turns vague worry into a specific fix.
- Focus revision on your TOP 2 error types, not everything at once.
Need more practice?
Optional · your lesson progress stays the sameFuture plans and conditions
Practise this exam skill
Short notices and messages
Practise this exam skill
Numbers, times and spelling
Practise this exam skill